Across the full sample, students receiving the ASSISTments intervention performed comparably to their virtual comparison peers on end-of-year MAP Growth¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Treatment students and the virtual comparison group did not differ significantly on end-of-year MAP Growth scores after controlling for baseline performance and covariates (p = 0.172). → Feng 2025

Evidence¶

Feng 2025¶

Feng, M., Li, L., Brezack, N., & Schneider, M. (2025). Scaling teachers' professional development for ASSISTments companion report: Implementation analysis of the ASSISTments intervention. WestEd. https://eric.ed.gov/?id=ED677784

q2 · i? · causal · r2

Quasi-experimental national study comparing 2,855 treatment students with a matched virtual comparison group built from the NWEA national database. End-of-year means were 223.95 versus 223.28, "a score difference of less than one point (0.67)"; equivalence was not tested.

"Across the full sample, treatment students and those in the VCG did not differ significantly on their end-of-year MAP Growth test scores after controlling for students' baseline math performance and student- and school-level covariates (p = 0.172; Figure 1)."

Discussion¶

Related Claims¶

• vPLC-augmented ASSISTments did not significantly improve overall middle school math achievement relative to a virtual comparison group — possibly the same claim (merge candidate)
• Students with lower baseline performance (below the 50th percentile) showed significantly greater math achievement gains with ASSISTments than matched virtual peers — related
• Achievement-quartile analysis shows the intervention was most effective for students in the 2nd quartile (25th–50th percentiles) of baseline achievement — related
• The vPLC-augmented ASSISTments treatment sample comprised 59 teachers and 2,855 students in grades 6-8 from 36 public schools across 24 U.S. states, half in rural areas — related
• A virtual comparison group matched on pretest, locale, FRL, and test dates achieved baseline equivalence with the treatment group (effect size = -0.03) — related
• Baseline equivalence held between conditions, but both groups scored far below the grade 8 proficiency cut score — related
• In the full-sample analysis, baseline demographic and prior-achievement differences between treatment and matched comparison groups were minimal, with effect sizes below the WWC threshold — related
• Low-performing students (below the 50th pretest percentile) showed significant improvement with vPLC-augmented ASSISTments — related
• Rural students in the 2nd baseline achievement quartile significantly outperformed their comparison peers by 1.53 points — related
• Catapult Learning Wraparound SES significantly improves middle school math achievement (ES +0.21) — related
• Propensity score matching produced baseline-equivalent treatment and comparison groups on all measured variables — related
• Both treatment and comparison students scored below the 7th-grade national norm on average, and bottom-quartile treatment students remained below the national average despite relative gains — related